<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2126">
    <dcterms:title><![CDATA[Vernacular Language Variety in B&amp;H]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to provide the reader with better insight of the vernacular L variety of language in Bosnia and Herzegovina. The paper will try to give some key points on the diglossia and how the diglossic community functions in the different social situations in Bosnia and Herzegovina. Furthermore, paper will try to give some answers on pragmatics, language history, prestige and codification of vernacular variety in Bosnia and Herzegovina]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3579]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2074">
    <dcterms:title><![CDATA[Vernacular We Speak in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosnian language has long been, and continues to be, a sensitive question to discuss about. This paper will  present the language history of Bosnia and Herzegovina, introduce some linguistic features such as high and low variety of Bosnian language, codification, pragmatics, prestige etc. Issues that affected and are affected by the standardization of Bosnian as individual language. I will also discuss about how much politics affected language in Bosnia and Herzegovina. How much war in Bosnia affected the progress of language? All of these issues will be presented throughout this paper. Serbo-Croatian, less commonly Bosnian/Croatian/Montenegrin/Serbian (BCMS), is a South Slavic language and the primary language of Serbia, Croatia, Bosnia and Herzegovina, and Montenegro. Because it has four standard variants, it is a pluricentric language. The language was standardized in the mid 19th century, decades before a Yugoslav state was established.  From the very beginning, it has had pluricentric standardization. Croats and Serbs differ in religion and have historically lived under different empires, and have adopted slightly different literary forms as their respective standard variants. Since independence, Bosnian has likewise been established as an official standard in Bosnia and Herzegovina. All four standard variants are based on the same dialect (Štokavian). In the 20th century, Serbo-Croatian had served as the official language of the Kingdom of Yugoslavia (as &quot;Yugoslavian&quot;), and later as one of the official languages of the Socialist Federal Republic of Yugoslavia. The dissolution of Yugoslavia affected language attitudes, so that social conceptions of the language separated on ethnic and political lines. Bosnian is a standardized register of the Serbo-Croatian language, a South Slavic language, spoken by Bosnians. As a standardized form of the Shtokavian dialect, it is one of the three official languages of Bosnia and Herzegovina. The    same subdialect of Shtokavian is also the basis of standard Croatian and Serbian, as well as Montenegrin, so all are mutually intelligible. Until the dissolution of SFR Yugoslavia, they were treated as a unitary Serbo-Croatian language, and that term is still used in English to subsume the common base (vocabulary, grammar and syntax) of what are today officially four national standards, although the term is no longer used by native speakers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3588]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1590">
    <dcterms:title><![CDATA[Vertical Integration on the Example of Agrokor]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study will provide the explanation of the vertical integration, benefits  and show the application of the vertical integration in the real business on  the example of the Croatian company Agrokor. There are always important  transactions between a multinational`s operations in different countries.  The output of one subsidiary is often an input into the production of  another. Or technology developed in one country may be used in others.  Or management may usefully coordinate the activities of plants in several  countries. Multinationals exist because it turns out to be more profitable  to carry out these transactions within a firm rather than between firms.  This means that multinationals engaged in internalization. If you want  something done right, do it yourself. Many transactions are more  profitably conducted within a firm rather than between firms. Also many  activities in different countries may be usefully integrated in a single firm.  One of example of vertical integrated firm in Balkan is Agrokor, Croatian  company. In 1989 the joint-stock company Agrokor was registered. The  Agrokor Group is the largest private company in Croatia and one of the  leading regional companies Apart from the Croatian companies, the  Agrokor Group today also comprises companies from all over the region  acquired during the last few years: Ledo Čitluk, Sarajevski kiseljak, Velpro  Sarajevo, Frikom, Dijamant, Idea, Ledo Hungary and Fonyodi. From this  example it is seen that vertical integrated firms benefits to all participants  in the process of production and performing business.  Keywords: Vertical Integration, Multinational Company, Production,  Subsidiary, Profitability.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1678]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-23-3     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1757">
    <dcterms:title><![CDATA[Vicarious’ Interaction in Efl Online Discussions: A Classroom Research]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: e-learning, vicarious participation, student identities  ABSTRACT  In this talk, I will summarise my main learning moments from a classroom research into the quality of my undergraduate students‟ (n=50) participation in online platform discussions. I set up a Google Group as a non-compulsory e-component to my EFL course. This platform was envisaged as an opportunity for my students to alternatively contribute to the course by starting threads on topics of their interest or by commenting on existing threads. What caught my attention after observing their e-exchanges for a full academic year (2011/12) was that some students--albeit active in class--mostly stayed away from online activity. Others mysteriously disappeared from this online forum half way through the course. I was curious to explore the reasons for this, at times, strange (e-) behaviour among my students.  I engaged in both first- and second-order research (Marton in Freeman, 1998), as I was keen on investigating both the quality of my students‟ exchanges and their perceptions of, and speculations about, their own behaviours. This classroom research shed local light on a global phenomenon: „vicarious interaction‟, i.e. observing the interaction between other participants without taking active part in it (Sutton, 2000). Some of my students‟ feedback supported Sutton‟s claim that “direct interaction is not necessary for all students” (p. 3) and that some might learn best via long periods of observation before actually joining the group at a visible level (if they join the group at all). Sutton strongly argues that participants should be given control over how they interact with other participants, to what extent and whether they interact at all.  This realisation has changed the way I perceive face-to-face interaction in class, too (not only online interaction), and has the potential to carry implications for any teaching context, teacher training contexts included]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1742]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2046">
    <dcterms:title><![CDATA[Views of Teachers on the Courses of Turkish as a First Language in Western Germany]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Turkish as a First Language in Germany, Mother Tongue, Foreign Language, Teaching of Turkish.  ABSTRACT  The aim of this research is to investigate the views of the teachers of Turkish immigrant students in Germany towards the course of Turkish Language. The research has been carried out in accordance with the relational screening model during the summer of 2011. The population of the research was composed of teachers of immigrant students of Turkish origin between the ages of 11 and 18, who receive education at the 5th to 12th grades in various states of Germany (Baden-Württemberg, Lower Saxony, Bremen, Hamburg and Berlin). The sample included 92 teachers. In the study, two questionnaires prepared by the researcher were used in order to identify certain demographic features of the teachers concerned, as well as their views towards the course of Turkish Language.  The first dimension of the questionnaire consisting of two dimensions includes items investigating personal background regarding the independent variables of the research. Apart from items investigating information related to teachers, in the questionnaires there is another dimension with open-ended items under 3 sub-dimensions entitled as Aims of Teaching Turkish to Students, Teaching and Using Turkish Activities, and Problems Encountered in Turkish Teaching and Suggestions.  The analysis of the data was conducted through SPSS for Windows 15.0 package software. The statements found interesting were selected and interpreted by categorizing the responses to the questionnaire under the titles mentioned above.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1726]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2583">
    <dcterms:title><![CDATA[Violation of the Gender Stereotypes and the Readers&#039; Bewilderment in Shelley&#039;s the Cenci  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Cenci is the embodiment of Cenci and Beatrice&#039;s struggle for power and dominance. From the outset, the reader is informed about Cenci’s making abuse of power to perform whatever he wishes; he exonerated himself from charges by using his money and gold.    Cenci&#039;s daughter, Beatrice, revolts against his absolute power and invites her mother, to disregard the expectations of society with which they should comply. Her speech in the play is at odd with the stereotypical assumptions about the language of women and thus not appropriate for her gender; her behaviour like that of Antigone destabilized gender roles, and her tragic doom might be because her &quot;gender-bending&quot; behaviour; she was not a womanly woman rather she transgressed to the domain of power, which is &quot;always and only patriarchal.&quot;     Her punishment takes place off-stage, in the Cenci&#039;s palace but what the punishment is, is never uttered, yet it can be inferred from the Beatrice’s behaviour that it was sexual violence. Accordingly she decides to venture on parricide. After murdering her father, the authority at home, she has to encounter the authority in society, the church and its administrator, the Pope.    So much like her father Beatrice rejects that she employed Marzio; but in her forcing Marzio with her persuasive speeches, which “according to Payne “is a source of power, she becomes equal to her father. Now through her &quot;resenting eyes&quot; and her persuasive speech she mesmerizes Marzio. It is as if power entails domination and silencing the subordinates.     The reader is afflicted with a kind of indecisiveness and bewilderment for he has already broke with Cenci and comes close to Beatrice but soon understands he has to keep away from her as well for revenge is a blind aimless deed.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[860]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2534">
    <dcterms:title><![CDATA[Violence and hatred in Emily Brontë’s Wuthering Heights]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is very difficult to make decisions, especially when one&#039;s future depends on it. The focus of this research is on elaborating the elements of violence and hatred in Emily Brontë’s only novel, Wuthering Heights. Catherine, the heroine of the story, has to make a choice. She makes a mistake marrying Edgar Linton, leaving her true love, Heathcliff. The consequences of her mistake are tragical and cause suffering to all characters in the novel. Strong and passionate love leads to extreme hatred and eventually violence that destroy the lives of everyone in the story. These elements are an essential part of not only the storyline, but also its characters&#039; personalities. The statements are followed by clear examples from the unabridged version of the book. For the sake of better understanding, the research is divided into three main parts; the elements of violence and hatred in the early years of the main characters, their adulthood, and the lives of their children. The violence and harshness of the weather and landscape, and the symbolism of the word Wuthering in terms of the main topic are included. Love and hatred run side by side, and the borderline between them is so thin that under bad circumstances, even the strongest love turns into selfishness and hatred. Still, the underlying reasons for these emotions to interweave are emphasized in this research paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[764]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1678">
    <dcterms:title><![CDATA[Virtual banking: An Overview]]></dcterms:title>
    <dcterms:abstract><![CDATA[Virtual banking can be defined as a bank without branch which offers its  services by means of individual computers or electronic tools, ATM and  telephone.  As virtual banks can’t put up with the cost of branch opening, they offer  the savings obtained from the costing to their customers as high saving  interest.  In the study, it will be mentioned from the definition of virtual banking to  its advantages and disadvantages, and samples of virtual banks in the  world, the superiority in costing per operation in comparison with  traditional banking.  In conclusion, thanks to virtual banking, situation of earn and earn will  occur, and costing in banking system will reduce, and this will reflect to the  customers positively.  Keywords: Virtual Banking, Internet Banking, Traditional Banking.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1679]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-23-3     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1064">
    <dcterms:title><![CDATA[Visoko obrazovanje: Izazovi i perspektive u moderno doba]]></dcterms:title>
    <dcterms:abstract><![CDATA[Visoko obrazovanje u Bosni i Hercegovini, kao i u Europi suočava se sa brojnim izazovima kao što su: poboljšanje kvaliteta i usklađivanje poučavanja i učenja sa širim društvenim potrebama te potrebama tržišta rada, prilagođavanje globalizaciji i povećanju broja studenata i institucija visokog obrazovanja u cijelom svijetu, povećanje i širenje pružanja visokog obrazovanja upotrebom novih tehnologija kao što su mrežni kursevi te virtuelno ili mješovito učenje. Autor daje osvrt na trenutno stanje visokog obrazovanja u Bosni i Hercegovini, poteškoćama kroz koje prolaze željene reforme, koje mijenjaju ustaljenje načine rada i mogu obezbjediti visokom obrazovanju u Bosni i Hercegovini napredak i preduslov su za što brži pristup Evropskoj uniji. Najviše pažnje u radu će biti posvećeno promovisanju europskih principa visokog obrazovanja, te o potrebnoj podršci, koju treba pružiti visokoškolskim ustanovama da budu kreativnije, inovativnije, da razviju kritičko razmišljanje i da stvaraju odgovorne diplomante. Evropska budućnost visokog obrazovanja u BiH nije samo cilj, to je i obaveza koja uključuje zajedničko djelovanje i sinergiski nastup visokoškolskih ustanova, akademske zajednice, resornih ministrstava i Agencije za razvoj visokog obrazovanja i osiguranje kvalieta.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3143]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1137">
    <dcterms:title><![CDATA[Visoko obrazovanje: izazovi i perspektive u moderno doba]]></dcterms:title>
    <dcterms:abstract><![CDATA[Obrazovanje je nešto što je svojstveno samo ljudskom rodu. Životinje uče nagonski, a ljudi uče uz pomoć uma, kao manifestacije ljudskog roda, opet samo njemu svojstvenom. Ovim tekstom ćemo pokazati da obrazovanje nije samo učenje i puko posjećivanje škole dok se taj ciklus ne završi. Vidjećemo koje je sve segmente obrazovanje prošlo od svog nastanka pa sve do danas. Kakvo je to savremeno obrazovanje i kako to rade zemlje kao što su Finska i druge skandinavske zemlje, kako to rade Japanci. Iz ovih sistema obrazovanja i školovanja u savremenom društvu, zapravo, ostale zemlje formulišu i svoje obrazovanje i školovanje. U tom kontekstu se i Bosna i Hercegovina može prepoznati, jer je zemlja u tranziciji koja se još traži-da budemo plastični. Naš bosanskohercegovački sistem obrazovanja prošao je nekoliko velikih reformi, koje su dovele do toga da neki profesori ne mogu to da prate, pa svako pravi svoj sistem, u kome najviše ispaštaju mladi, koji se nalaze u potrazi za znanjem. Na tom raskoraku dolazimo na Univerzitetsko obrazovanje, koje je priča za sebe. Dvije priče (javni i privatni fakulteti), a ni jedna srećna, savršena, produktivna.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3144]]></dcterms:extent>
</rdf:Description></rdf:RDF>